title: Baselines for the Pan-Canadian science curriculum framework.
abstract: Using a Canadian student achievement assessment database, the Science Achievement Indicators Program (SAIP), and employing the Rasch partial credit measurement model, this study estimated the difficulties of items corresponding to the learning outcomes in the Pan-Canadian science curriculum framework and the latent abilities of students of grades 7, 8, 10, 11, 12 and OAC (Ontario Academic Course). The above estimates serve as baselines for validating the Pan-Canadian science curriculum framework in terms of the learning progression of learning outcomes and expected mastery of learning outcomes by grades. It was found that there was no statistically significant progression in learning outcomes from grades 4-6 to grades 7-9, and from grades 7-9 to grades 10-12; the curriculum framework sets mastery expectation about 2 grades higher than students' potential abilities. In light of the above findings, this paper discusses theoretical issues related to deciding progression of learning outcomes and setting expectation of student mastery of learning outcomes, and highlights the importance of using national assessment data to establish baselines for the above purposes. This paper concludes with recommendations for further validating the Pan-Canadian science curriculum frameworks.
authors.affiliation: Department of Learning and Instruction, State University of New York, Buffalo, NY, USA. xliu5@buffalo.edu
authors.forename: Xiufeng
authors.initials: X
authors.lastname: Liu
mesh_terms: D000293:Adolescent; D002170:Canada; D003198:Computer Simulation; D003479:Curriculum; D003627:Data Interpretation, Statistical; D004521:Educational Measurement / Q000379:methods* / Q000706:statistics & numerical data*; D005260:Female; D006801:Humans; D008297:Male; D015233:Models, Statistical; D011594:Psychometrics / Q000379:methods*; D015203:Reproducibility of Results; D012586:Science / Q000193:education*; D012680:Sensitivity and Specificity; D055815:Young Adult